Based on my own understanding and the first-line teaching experience in the past year and a half, I briefly talk about some problems in the application of information technology in junior high school mathematics teaching.
First, study hard, change ideas and give full play to the leading role of teachers.
The mathematics curriculum standard points out that the mathematics curriculum in the compulsory education stage should be basic, universal and developmental, so that mathematics education can face all students. Pay attention to the implementation of teaching objectives such as knowledge and skills, process and method, emotional attitude and values, so as to achieve: everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different understandings of the basic idea of mathematical development. Looking back on the previous teaching reform, we have made many changes and experiments in teaching content, teaching means and teaching methods, but why are the results not satisfactory? The reason is not the lack of hardware investment or teaching resources, but that many teachers have a wrong understanding of the application of information technology in education and don't know how to correctly combine information technology with the courses they teach. Therefore, in today's increasingly in-depth development of educational informatization, to become a qualified teacher requires not only higher professional literacy, but also certain educational information technology literacy.
If you want to be rich, build roads first. Teachers are the key to the success or failure of the new curriculum reform, and the key to improving classroom efficiency is to actively update the concept and change the role of front-line teachers. Therefore, as front-line mathematics teachers, we should study hard every day, truly understand the concepts of "educational technology", "information technology and curriculum integration" and "teaching design", strive to improve our educational technology ability, deepen our understanding of new educational concepts and new teaching methods, and apply them to our teaching work. Socrates put it well: "Education is not indoctrination, but ignition." Only by changing their ideas and using "new" can front-line teachers promote the classroom to be more efficient and play its important leading role.
Second, the icing on the cake, pragmatic and effective, play the auxiliary role of information technology.
Since the middle of the 20th century, great changes have taken place in mathematics itself, especially in the combination with computers, which has made mathematics expand in research fields, research methods and application scope. For example, in teaching, using scientific calculator can quickly complete more complicated calculations and explore laws, using geometric sketchpad can intuitively and accurately display the position transformation of function images and geometric figures, and using flash and Excel can display vivid simulation animations and draw various statistical charts. Modern educational means and information technology such as multimedia and various application software are used as much as possible in teaching. Compared with traditional teaching, teachers only use chalk to write, draw and describe oral language on the blackboard, which has many advantages and improves teaching efficiency. However, I still stubbornly believe that the application of modern information technology in junior high school mathematics classroom teaching should understand the following points: (1) Combine information technology with the subject characteristics of mathematics teaching, strengthen the application of modern information technology in mathematics classroom teaching, change the way of teaching and learning, give full play to the positive role of modern information technology in mathematics curriculum reform, and make the teaching form more intuitive, diversified and visualized, so as to achieve twice the result with half the effort. This is not contradictory to choosing and focusing on multimedia and courseware according to students' age characteristics and course content. Colorful multimedia can't completely replace teachers' teaching, let alone the emotional interaction between teachers and students. The blackboard and seemingly clumsy hand-drawing in traditional teaching should be preserved and continue to play a role.
2) Understanding the principle of technology selection in the integration of information technology and junior high school mathematics should be "the body of curriculum and the clothes of cutting technology". Curriculum should not adapt to information technology, but should assimilate information technology, which should be "curriculum-oriented" rather than "technical". In the process of integration, we should pay attention to three requirements: the applicability of course content must be suitable for teaching and learning by using information technology; (2) the diversified needs of students, the application of information technology with students as the main body, the individual differences and diversified needs of students; ⑶ Different characteristics of disciplines and fields, different training objectives and cognitive rules of different disciplines should be important aspects of technology selection.
3) Understand the goal orientation of curriculum-based information technology integration, that is, "three promotion": (1) Use information technology to promote students' learning process and academic performance, promote the teaching quality of disciplines/fields, and improve learning effect and efficiency; (2) using information technology to improve students' comprehensive ability and scientific and technological innovation ability, and to cultivate and improve students' information literacy, technical literacy and scientific and technological innovation ability; ⑶ Using information technology to promote students' social development and cultivate good feelings, attitudes and values.
To sum up, junior high school math teachers should use their brains and skillfully integrate modern information technology into teaching content, teaching methods and all aspects of teaching according to the characteristics of students. Let information technology become a teacher's assistant, classroom assistant and pragmatic efficiency in junior high school mathematics classroom teaching, and let information technology really play a role in icing on the cake and promoting classroom efficiency.
Third, prepare lessons for multiple courses, be lively and innovative, and give full play to students' main role.
Mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Compared with the traditional classroom, the classroom under the multimedia environment has undergone new changes in teaching strategies, learning methods and classroom atmosphere.
As mathematics teachers in the new era, we should construct new classroom teaching concepts, re-understand classroom teaching with the concept of dynamic generation, and make the classroom glow with vitality. But in teaching practice, what should teachers do well? I will briefly discuss the following two aspects.
1, to have a good class, we must first prepare lessons and do a good job in teaching design. Instructional design is a systematic decision-making process that puts forward the best solution to the problem on the basis of analyzing the learning needs, so as to optimize the teaching effect. As a first-line junior high school math teacher, we need to understand the new concept of lesson preparation and teaching design, and learn the methods of lesson preparation and teaching design.
1) prepare for the exam, fully understand the students and pay attention to scientific development. Students of different ages and sexes often show great differences in cognitive style, thinking strategies and learning ability. Teachers should respect differences and meet diverse needs.
2) Prepare the teaching materials, deeply understand the teaching materials and thoroughly understand the contents of the teaching materials. According to the relationship between knowledge points in learning content and students' existing cognitive level, this paper analyzes what students should learn and how to learn.
3) Prepare objectives, understand curriculum standards and define learning objectives. Attach importance to the three latitudes of the goal, and attach importance to the hierarchy and comprehensiveness of the goal. The arrangement of each teaching link should focus on the goal, and do a good job of changing from attaching importance to knowledge to ability, from attaching importance to results to attaching importance to process, and from attaching importance to cognition to attaching importance to emotion.
4) Learn the preparation method, which is flexible and diverse and suitable for different people. Reflect students' subjectivity and encourage autonomous learning; Targeted, respect for differences, classified guidance, so that students develop the habit of continuous reflection and repeated practice; Handle the relationship between "fish" and "fishing".
5) Teaching method of preparing lessons, emphasizing reform and innovation, and paying attention to the teaching process. After determining the specific objectives and contents, combined with the * * * nature and personality of teaching, we should choose practical teaching strategies, with teachers as the leading factor and students as the main body, so as to better realize the learning objectives.
2. Based on teaching design, make full use of modern information technology. The use of teaching media and resources should not simply pursue form, but should pay attention to its optimization of teaching effect. Therefore, we should fully meet the needs of all aspects of teaching design, flexibly choose equipment, scientifically arrange the whole teaching process, and really improve the efficiency and quality of mathematics classroom teaching.
1) Create teaching scenarios to stimulate students' interest in learning. Mathematics comes from life and must also enter life. Mathematics is an indispensable tool in our life, study and work. However, due to the subject characteristics of mathematics and the age characteristics and personality differences of junior high school students, it is inevitable that many students are not interested in mathematics learning and have a fear of difficulties. Using information technology to create a suitable teaching scene is really interesting compared with the traditional teaching of "a piece of chalk with a book" and "a blackboard with a mouth".
2) The image of "sound" and "motion" highlights key points and breaks through difficulties. The pictures and texts in textbooks are static, and teachers and students also have their insurmountable limitations in drawing and explaining. It is difficult for junior high school students to understand and master some contents of the course (such as the nature of function images, the derivation of circle area formula, etc.). Modern information technology combines sound, light, color and motion. In teaching practice, the proper use of information technology can help students understand and passively accept the boring part of the teaching content, realize the transformation between size, distance, folding, rotation and movement, turn boring things into vivid representations of the development process of things, and effectively help students understand and remember mathematical knowledge and break through teaching.
3) Connecting the past with the future, seeking truth and being pragmatic, and improving the efficiency of classroom teaching. Practice is the source of innovation. In teaching practice, teachers inherit the advantages of traditional education and let students do more. Actively and appropriately use information technology, be pragmatic and effective, and let students experience various exploration activities. In the interactive process of task-driven, teacher-student interaction, autonomous learning and group cooperative learning, Teacher's Day saves a lot of traditional teaching time, improves classroom capacity, adapts to different levels of learning needs, leaves enough time for students to think and explore, gives full play to students' main role and improves classroom efficiency.
The above is my superficial teaching experience. Let's make persistent efforts, make full use of the auxiliary role of information technology, accumulate experience, strive to realize the effective integration of information technology and mathematics teaching, and insist that information technology can promote the effective development of junior high school mathematics classroom.